I want a research proposal in translation filed between 11 to 13 pages I have a certain point to follow every 2 weeks I need a specific section

2021 Volume 2, Issue 1: 15-24 DOI: https://doi.org/10.48185/tts.v2i1. 165

Analysis of Translation Mistakes of Compound Nouns

from English into Arabic among Yemeni University EFL

Students

Ebtissam Ezzy Alwan, Department of English, Dr. BAM University Aurangabad, India

Corresponding author: Ebtissam Ezzy Alwan [[email protected] ]

Received: 03/03/202 1 • Accepted: 23/03/2021 • Published: 31/03/2021

Abstract: The present study is devoted to the discussion on errors of English translation into Arabic with special

reference to English compound nouns. The study is confined to the students of the Department of English, Faculty

of education, Hodeidah University, Yem en as they face various difficulties and commit errors while translating

English compound nouns into Arabic and vice versa. The researcher aims at examining multiple factors

responsible for this state of affairs and make pedagogical suggestions to improve teaching and learning and

thereby helping in the process of translation. For this study, the researcher has collected the data by conducting

the test of 40 students of I to IV level, Department of English, Hodeidah University, Yemen. The test consists of

one question having three items and each item has five words. In findings, the researcher concludes that the

students face various difficulties and obstacles in the process of translating English compounds into Arabic.

Moreover, they commit a number of mi stakes while translating English compounds.

Keywords: English language translation; English as a foreign language; mother tongue or first

language; second or foreign language; target language

1. Introduction

The English Language has been gaining importance by leaps and bounds and it has been

acknowledged by a large number of academics in the world. It is regarded as the first language even

in countries where it is not used as a first language. Some Scholars opine that almost all the persons in

every nook and c orner of the world more often than not use the English language (Al -Saggaf & Rusli,

2020) . While pointing out the importance of the English language, Warschauer et al. (2002) stated that

in several countries, including Arab, English is used as the primary language in the class. It assists the

students in learning their mother tongue.

In this connection, what Crystal (2012) has said is worth noting. He asserts that there is no doubt to

sta te that learning English has been gradually increasing in almost all the countries, and Yemen is not

an exception to this. Similarly, Nunan (2003) opines that Yemen's education has become significant

due to English language courses in all academic institut ions. As a result, the educational system in

Yemen has been rapidly developing. Although the Arabic language is the native tongue in Yemen,

nonetheless, after the 1990s, the Ministry of Education has made English compulsory from the age of

six. Al Nagi and Hamdan (2009) have gone to the extent of describing Yemen as a bilingual country.

They believe that learning the English language is likely to provide better opportunities to the students

in their future life. This view has been upheld by many who argue t hat in almost all the fields of the

TESOL and Technology Studies https:// tts .sabapub.com Translation Mistakes of Compound Nouns 16

country, the English language has been gaining ground. The examples of media, particularly social

media, i.e., Facebook, education, technology, business, etc., well illustrate this.

The significance of the study lies in the fact that it is likely to go a long way to provide the guidelines

to the students and enable them to use English compound nouns without committing errors during the

process of translation. Besides, it is expected to help the students enhance their know ledge about the

use of English compound nouns and thereby avoid errors while translating English compound nouns

with the help of designing remedial tasks. For this purpose, the study suggests that the teachers should

play a vital role in bringing to the no tice of the students the errors which they commit in the process of

translation.

No doubt translating English into Arabic has become a moot point over the years. The advocates of

this plead about the advantages of it. They hold that this is quite obvious f rom the merits of proper

translation into the mother tongue in the classroom. On the other hand, the opponents of this argument

about the disadvantages and how it adversely affects quality. However, while emphasizing the use of

the mother tongue, teachers have been cautioned about its overuse as it is likely to create the feeling in

the minds of learners that they are not able to understand the foreign language so long as it is not

translated into their native language. Of course, no one can disregard quali ty. Notwithstanding, as far

as translation is concerned, the quality is a matter of relativity as almost all the translations have more

or fewer drawbacks. This is obvious from the fact that all the studies on this issue have the same lists

of translation ideas and concepts without having any fresh insight or adequate empirical evidence.

While translating English into Arabic, we must bear in mind that English consists of plenty of

structural compound devices to communicate, whereas Arabic does not possess such devices. Apart

from this, it is a herculean task to translate the languages which are culturally and structurally poles

apart, and for this purpose, various techniques are used to obtain the equivalent words. Since translating

English compound nouns i s a complex pattern, it poses a big challenge for translators to translate.

Selkirk (1982) defined compound in English as a type of word structure made of two constituents,

that each belongs to one of the categories of nouns, adjectives, verbs, or preposi tions. In this way, in

English, there are a large number of compound words or just compounds. On the other hand, the

Arabic linguistic system consists of a few such words. In other words, a repository of such lexical

compounds is limited in Arabic and co nsisting of N+N.

In addition to this, sometimes, the translators have no other alternative except to make some

adjustments to obtain the same equivalent translation as the meaning of compound words is difficult

to understand from its parts. On account of t heir semantic compactness, English compound

constructions are not very often properly interpreted or translated. Arabic compounds are described as

phrases with normal word ‐order, compressed into two or three lexical items. Arabic patterns of

compounds are not productive in making new formations. Moreover, Arabic gives less importance to

thought than the form. On the contrary, English giv es more importance to the idea than the way it is

formulated. To have a clear understanding, it is essential to know the d ifference in the structure

between Arabic and English syntactic analysis of the compounds.

As far as Yemen is concerned, the teachers face various difficulties while teaching students if they

only rely on the English language. Rababah (2003) finds fault w ith the large number of learners who

rarely understand the English language. Hence, it is essential to use the mother tongue, particularly

while teaching difficult portions of the language. He went to the extent of saying that for both teachers

and learner s teaching and learning English as a foreign language would not see the light of the day so

long as the mother tongue is not used in the classroom. TESOL and Technology Studies 17

Being a lecturer in the Department of English, Faculty of Education, Hodeidah University, the

researcher is well -aware of the situation in this university and to some extent in other universities in

Yemen. The researcher has no hesitation to state that despite the importance of translation in practical

life and obtaining command over the language, the English la nguage programme either undervalues or

turns a blind eye towards it. At the time of teaching English, a good deal of emphasis is given on

structure and not on communication. While teaching translation subjects, English compounds are not

paid much heed. Co nsequently, the students lack the knowledge of the English compound translation

process and are unable to correctly translate English compounds. All these constitute the crux of the

problem in translating English compounds into Arabic. Therefore, the rese archer has focused her

attention on the difficulties faced by the students while translating English compounds into Arabic.

Keeping all these in view, the researcher has made a humble attempt to dive deep into the factors

which cause difficulties for both the teachers as well as the students while using the English language

in different settings. Needless to say that English and Arabic are two separate languages and as such,

they have different uses and rules. It is these differences that are mainly respons ible for this state of

affairs. Moreover, the confusion regarding the grammatical rules of both classic and colloquial Arabic

has compounded these difficulties. The researcher has attempted to highlight the pros and cons of using

the mother tongue and at t he same time caution about the overuse of it.

What distinguishes this study from that of the earlier is that it has focused on examining the

difficulties which Arab learners come across while dealing with compounds in the process of

translation? The earlie r studies have dealt with other aspects of difficulties while translating. The

researcher believes that the students of English at the Faculty of Education, Hodeidah University face

various difficulties while translating English compounds into Arabic. Henc e, the researcher has

undertaken the survey and conducted -test to find out the answer to the following questions:

a. What are the types of mistakes committed by Yemeni university EFL students while translating

compound nouns from English into Arabic?

2. Literature Review

The present paper is devoted to the discussion on the arguments made by both those in favor of and

against this issue. It is important to note that acquiring a new language has raised two contrasting

views. The advocates of developing a n ew language argue that using translation into the mother tongue

is likely to help in learning and dealing with a new language for teachers and students. On the other

hand, the opponents of this view plead that using translation into the mother tongue is li kely to create

obstacles in the path of the students who intend to learn different languages.

To substantiate these arguments, some of the researches conducted on this issue have been cited.

(Rababah, 2005) has pointed out that in the process of teaching; the foreign language plays a vital role.

Having discussed the EFL learning situation in Yemen, he illustrates how teachers resort to mother

tongue while explaining new word s and literature of English. Although the CLT (Communicative

Language Teaching) approach emphasizes teaching vocabulary items in context; however, vocabulary

is still taught in isolation.

There is a difference of opinion about the use of the mother tongue . Some authors argue that it should

not be used randomly and caution the teachers that its maximum use in the ELT classroom is likely to

have an adverse impact. Whereas, others hold that teaching English bilingually and using L1 at an

appropriate time is e xpected to make a positive contribution to English learning. Apart from this, some Translation Mistakes of Compound Nouns 18

others assert that the limited use of the mother tongue would facilitate the learning of a foreign language

and not obstruct it.

The research on bilingualism conducted by Hamers and Blanc (2 000) clearly shows different

cognitive functions in both languages. The essence of each language involves the linguistic system,

morphology, semantics, phonology, syntax. Pragmatic as well as bilingualism requires a command

over all these. At the same t ime, if needed, cognitively, we must be in a position to separate the

languages. Besides, to make use of the information interchangeably, searching for the memory store is

essential. For instance, Swain and Lapkin (2000) are of the opinion that as far as both linguistically

and cognitively complex functions are concerned, disregarding the use of L1 amounts to setting aside

the use of a vital cognitive tool.

It is quite apparent that no precise or clear criterion can be used for a common definition of the

compound noun in English. Quirk (1973) defined compounding as the process of adding two bases

together to constitute a new lexical item. While undertaking a review of literature it becomes quite

clear that by and large, most of the writers hold the view that there is adequate scope for researching

compounding. For example, Gagne (2002) , Downing (1977) , Baue r (1983) , Spencer (1991) , Sandra

(1990) , Warren (1978) , Sag et al. (2002) , Kim and Baldwin (2008) , and Libben (1998) opined that

there is a lot of debate on literature produced by research on compounding. The debate is focused on

multiword expressions, complex word -formation, compound nouns, and the internal structure of

compounds.

Amer (2020) pointed out that th ere are various nuances in meaning and scale of variations in the

range of arguments as well as the empirical data. Nonetheless, there is a consensus on the view that a

compound is a lexical unit having two or more elements. The purpose of combining two or more words

is to transmit a clear meaning which cannot be done by a single separate word. By and large, compound

words can be categorized as either hyphenated or written open (separate words), or written solid

(closed).

Mustafa (2020) while referring to Onysko (2014) , Benczes (2005) , Vorobeva (2016) , Yang and Li

(2018) , and Zibin, and Altakhaineh (2018) stated that in the past, there has been a lot of discussion on

theoretical and empirical research papers on compound nouns regarding a cognitive semantic

approach. Notwithstanding, it has been entirely focused on conceptual blending theory applying

conceptual metaphor and metonymy theory. Hamawand (2011) in his book points out how to apply

the theory of categorization on compound nouns of English in terms of prototype and periphery.

Brinton and Brinton (2010) , Katamba (2015) asserted that two free morphemes or lexical substructures,

i.e., a head and a modifier constitute English compound nouns. What is important to note here is that

as far as English compounds are con cerned, the noun is always a head, however, the modifier may be

a noun, adjective, or verb.

While making a distinction between English and Arabic, Sag et al. (2002) argued that English

compounding is highly creative and innovative, more often than not it is used as a means of introducing

new phrases or coining new words in to the lexicon. On the other hand, Arabic is not very much

resourceful. It does not have the same multiword expressions as an important part of the linguistic

mechanism. What Amer (2004) said is also worth noting. He has stated that several compound nouns

of English have been recognized either by original nouns whic h Arabic already has in its stock. For

example, sun -in –law /sihr/, goat /tays/, or by one -word nouns (or adjectives/participles functioning as

nouns). The present paper with the help of the empirical method aims at examining the errors

committed by the st udents of Hodeidah University, Yemen while using English compound nouns. This

area has hardly been covered by any researcher. Here lies the significance of this paper. TESOL and Technology Studies 19

3. Materials and Methods

3.1. Research Design

The present study has used a quantitative des ign. Creswell (2014) describes this design as the

roadmap which guides the research to select the tools appropriate to attain the purpose of the study

based on the questions of the research. It guides the researcher to focus on the topic under investigatio n

with the help of the collection of data, instruments, and data analysis. There are various research

designs and the present study has resorted to quantitative design. It assists the researcher to collect data

from the responses of forty participants rega rding the analysis of errors while using English compound

nouns. Hence, it can be said that quantitative design is the most useful for obtaining the goals of the

research. The findings of the study would not only apply to the students of Hodeidah Universit y but

also those of other universities in Yemen.

3.2. Participants

The research is based on descriptive, analytical, and empirical methods. That is to say, the researcher

has undertaken a random survey of 40 students from level I to level IV, Dept. of English, Hodeidah

University, Yemen. She has conducted a test and asked the students to give their responses on the

issues of English compounds such as open compounds, closed compounds, and hyphenated

compounds. It must be borne in mind that hyphenated compounds consist of two words joined by a

hyphen and sometimes, more than two words. The students have been asked one question having three

items. Each item consists of five words. The study pertains to the academic year 2020/2021. The

researcher has used the statistical method to a random sample. In this way, the researcher ha s attempted

to find out the errors of the students while using English compound nouns in the process of translating

English into Arabic and the factors responsible for this state of affairs.

3.3. Instrument

Having reviewed the literature on this issue, t he researcher has used this design. She has

conducted the test keeping in view the level of the students in Hodeidah University, Yemen, and the

objectives of the research. To ensure the validity of the results of the research, the opinions of three

experts have been sought and their suggestions have been incorporated.

4. Results

The purpose of the study is to find out whether a large number of students commit mistakes while

using English compound nouns in the process of translation. To substantiate the argume nts, the

researcher has tested 40 students of Dept. of English, Hodediah University, Yemen, to find out the

mistakes they commit regarding English Compounds. The findings of the survey are as follows:

Table1. Description of the mistakes of English compound nouns while translating into Arabic

English Compounds Number of Correct and

Incorrect Answers

Percentage of Correct and

Incorrect Answers

Open Compounds Correct

Answers

Incorrect Answer Correct

Answers

Incorrect

Answers

Ice cream 19 21 47% 53%

High school 0 40 0% 100%

Living room 8 32 20% 80%

First aid 3 37 7% 93% Translation Mistakes of Compound Nouns 20

Web page 10 30 25% 75%

Total 40 160 20% 80%

Closed Compounds

Snowball 12 28 30% 70%

Mailbox 12 28 30% 70%

Grandmother 15 25 37% 63%

Sometimes 2 38 5% 95%

Inside 23 17 57% 43%

Total 64 136 32% 68%

Hyphenated

Compounds

Long -term 6 34 15% 85%

Mother -in-law 7 33 17% 83%

Check -in 4 36 10% 90%

Up -to-date 3 37 7% 93%

Ill-treat 30 10 75% 25%

Total 50 150 25% 75%

Total of All Answers 154 446 26% 74%

The above table indicates that the students have faced many difficulties while translating English

Compounds into Arabic. As far as the first question is concerned, it becomes obvious that the students

face difficulties while translating English compounds into Arabi c. In the table mentioned above, the

number of students who have made an incorrect translation is (446), i.e., (74%). This number is more

than that of the students who have made a correct translation, i.e., (154), which comes to (26%). Hence,

it can be sai d without any doubt that the students have difficulties while translating English compounds

into Arabic.

This might be due to that students are ill -equipped and lack the reading and writing skills,

inadequate vocabulary and background knowledge of translat ion strategies, translating words without

taking into consideration the sentences, doing literal translation, the meaning of some English words

is difficult to comprehend even from its parts, i.e., “ill -treat” and “first aid”; non -availability of proper

terms in Arabic dictionary, i.e., “long -term”; and ignorance of the functions of the English compounds.

For the Yemeni students, English is a foreign language that has a number of compounds while Arabic

has a limited number of compounds.

5. Discussion

Several studies so far have been undertaken on this issue have focused on the use of English

compound nouns. The findings of the previous studies have pointed out the great significance of the

use of English compound nouns and how it is beneficial for both students and teachers. (Rababah,

2005) has expressed his views on teaching foreign language in Yemen and pointed out how teachers

use their mother tongue in the process of explaining new words of English. Besides, instead of teaching

vocabulary items in context, they are taught in isolation. Most of the writers are of the opinion that a

good deal of research can be undertaken on compounding nouns in English. The literature p roduced

by research in this regard has given rise to a lot of discussions which has focused mainly on multiword

expressions, complex words formation and compound nouns, and the internal structure of compounds TESOL and Technology Studies 21

The writings of Gagne (2002) , Downing (1977) , Bauer (1983) , Spencer (1991) , Sandra (1990) ,

Warren (1978) , et al. (2002) , Kim and Baldwin (2008) , and Libben (1998) can be cited to substantiate

this argument. The study conducted by Hamawand (2011) has focused on the theory of categorization

of English compound nouns in terms of prototype and periphery. Mustafa (2020) has devoted to the

discussion on conceptual blending the ory. Amer (2004) has pointed out that the number of English

compound nouns have been recognized either by original nouns which are already found in Arabic

stock. Amer (2020) asserted that a compound is a lexical unit having two or more elements and for

conveying a clear meaning, combination of two or more words is essential. The findings of the present

study have shown that number of scholars have been paying a great attention to the use of the mother

tongue as it is regarded a tool to facilitate teaching English in the class and analyze the errors as well

as mi stakes committed by the students in the Universities in Yemen.

The analysis of errors and mistakes of English compound nouns is essential and indispensable for

teaching and learning the English language. Without doing this, our cherished goal of teaching and

learning correct and meaningful English compound nouns would remain a distant dream. However, we

must bear in mind the factors which obstruct the process of translating English into Arabic. One of the

main reasons for committing serious Interlingual er rors is the difference in morphology in constructing

compounds in the two languages. In addition to this, students’ literal translation from Arabic to English

and vice versa, failure of the teachers to translate correct patterns or concepts, etc. aggravate s the

situation. Consequently, the students fail to make out such concepts. While constructing English

sentences, the factors like false application or ignorance of compound words and deducing false rules

from what they observe as similar patterns and over generalization cannot be set aside. The arguments

made in this paper are likely to go a long way in helping the teachers and students to teach and learn

correct English compound nouns at the universities and schools in Yemen.

6. Conclusion and Implications

Based on the findings of the present study, certain recommendations have been made to help the

teachers and students of English to improve the situation. To obtain mastery over compounds, it is

indispensable that teachers should teach verbs, nouns, or adjec tives which form compounds. They

should pay sufficient attention to all three types of English compound nouns and teach the meaning

and uses in the light of contextual situations. They should encourage the students to undertake heavy

exercises and suggest recording any useful compound word which they notice. The teachers must

examine the causes of errors committed by the students while using compounds. Every English

compound word does not have an exact Arabic equivalent and vice versa. As such, literal tran slation

into Arabic is likely to create more confusion leading to commit mistakes. The teachers are required

to use the language log activity and adopt various methods and techniques while correcting errors.

They need to design materials based on authentic resources such as newspaper clips, radio interviews,

journal articles, TV programs, etc. They have to bring to the notice of the students the source of the

errors, so the students to enable students to learn to differentiate between all forms of compound nouns.

To conclude, it can be said that a number of scholars have expressed their views on teaching English,

and it has become a matter of great debate, particularly when it is taught as a target language in the

class. On the one hand, some scholars hold the view that the use of English should be only confined to

the class for improving the skills of the students. On the other hand, other scholars are of the opinion

that Arabic should be used in the class for teaching the students and the best possible met hods be

adopted regarding English grammar, exercises, comprehension texts, speaking as well as writing skills. Translation Mistakes of Compound Nouns 22

What is important to note here is that our primary focus should be on the student as he/she is the

recipient. It is necessary to set a target for achieving our goal while teaching English in the class and

find out the best ways to teach. The teacher is likely to grip in the dark if he teaches without making

any preparation. To my mind, resorting to Arabic while teaching English in the class is like ly to help

the students to learn and comprehend the language in a better way. However, it should be borne in

mind that depending thoroughly on the mother tongue is likely to defeat our purpose of teaching

English. The best way would be to use both English and Arabic side by side. We cannot turn a blind

eye towards our main goal of enabling the students to obtain maximum knowledge of English and

make the best use of that for improving their language. To sum up, it can be said that in recent times

using the m other tongue has drawn the attention of many scholars because it is regarded as a tool that

facilitates teaching English in the class.

The present study aims at finding out the errors of English compound nouns committed by the

students of Educational inst itutions in Yemen. It is based mainly on a random survey of the students,

Dept. of English, College of Education, Hodeidah University, Yemen. It consists of forty students. The

study pertains to the academic year 2020/2021. The study lays a great emphasis on the factors

responsible for the various errors which students commit while translating English compound nouns

into Arabic. It would be worthwhile to provide the facilities regarding the use of modern technologies

to the students which would help them to learn English easily. However, from the findings of the

present study, it can be concluded that students face various difficulties while translating English into

Arabic. The universities are required to appoint teaching staff having mastery over both lang uages

English as well as Arabic. They should be trained in translating English into Arabic. To attract

competent teachers, the university has to pay high salaries to them.

The present study is confined to the English Department, Hodeidah University regar ding the errors

of English compound nouns committed by the students. It is a micro -level study. It would be better to

undertake a macro -level study to find out the errors which students very often commit while using

English compound nouns in the process of translating English into Arabic.

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